In the recent years, a lot of people with different religions, cultures and social situations tried to enter the European Union to escape military conflicts or persecution. These developments have led to fears among many regarding their own political and social future, resulting in an increase in nationalism, populism and the tendency to create mental and physical borders all over Europe. The European Union had been created to unite and integrate people with various religious, cultural or social backgrounds. The given project „Ethos of Europe – Acting for integration“ tried to revive this concept among young European citizens by bringing them together and letting them create and express their personal ideas of integration and European culture.Students from Italy, Spain, Lithuania, Portugal, Austria and Germany had already worked together in a previous project called „Sound of Europe – we are making radio “. The students took part with a lot of motivation and were very interested to contribute to the project work. In this project, 24-30 students from all countries would participate in project meetings, which all partner schools would host. They were accompanied by teachers of the respective schools, who moderated and evaluated the project work. During their visits there were also cultural and social events in order to facilitate a sense of community and to get to know the habits and traditions of each country.But beyond thatthe project opened the way to reach more people with the ideas and outcomes of this common work. Students became more open-minded, were able to work in international groups in another language than their mother tongue and were happy to create something very new to share with others. With different tools we created new interesting ways of learning for our students: acquiring skills like e.g. writing poems/short stories, making short (documentary) movies, acting scenes, creating photo exhibitions and other artistic expressions. They were integrated in any part of project managing like looking for partners, working together on workshops and create their own products. Knowledge of different tools/techniques like editing, rehearsing, writing and acting were established. With this the students received a lot of possible benefits such as becoming more open-minded citizens, acquiring diversity management abilities, intercultural competences mixed with digital and artistic competences and/or other benefits of creating products as a means of an alternative instrument for learning.Teachers learned about the transnational aspect of teaching and learning, had the opportunity to improve their English and their capacity to work in teams. Schools could offer more international aspects to parents and pupils. The evaluation and dissemination of the project results to the other participants were realized through virtual platforms such as Twinspace and social media, so local authorities could benefit from the outcomes of the project and use it for social, cultural and youth policy objects.However, the Corona Pandemic in early 2020 led to a prolonged hiatus. The mobilities in Naples and Valencia were cancelled, and at that time it was not clear how and if the project could be brought to a satisfying conclusion. Since the project was supposed to end at the end of August 2020, it was prolonged by the national agencies to make the two remaining project activities possible. In March and May 2021 we were able to do these project ways virtually, hosted by the Italian school in Naples and the Spanish school in Valencia respectively. This was something that only few people in the project had experience with, but the results and the reactions by all participants showed that these two activities were a great success, given the circumstances. In general it can be summarized that, even though there were some huge obstacles along the way, the project as a whole can be considered a great success.

"The visually impaired constitute a community at risk of social exclusion. Beyond the strict definition of visual impairment, or the percentage of vision loss of each individual, adequate training is crucial for the full social integration of this community. In addition, raising the awareness of the rest of the population towards the special needs of disadvantaged groups in general and visually impaired people in particular requires educational interventions in this regard. On the other hand, the emergence of new technologies, such as 3D printing, has opened a range of educational possibilities and services that can alleviate the aforementioned inequalities and collaborate in inclusive actions. The main objective of this project is to attend to the inclusion of students with visual impairment. This objective is addressed from a number of points, including service-learning methodologies that promote awareness of the needs of this group and the educational development of 3D printing skills. The 3D products can facilitate routines and empower the visually impaired students involved in their design, production and evaluation. It is strongly recommended that the visually impaired attend a specific training, but also it should be complemented by inclusive training in conventional schools. Students entering the school for the first time always receive the pertinent documentation that includes, generally: schedules, rules, staff of the centre, facilities plans (blueprint), etc. All these data are usually translated into Braille when a visually impaired student enters. Everything except plans. Around this last ""lack"" and necessity this project is structured. To this end, it is proposed: - Design a specific training of teachers that includes: a) technical and didactic aspects of 3D design and printing; B) knowledge about the service-learning methodology centered on visual impairment. - Develop and edit a didactic unit related to 3D printing linked to the learning service, including a teacher's guide and an associated student mini textbook. - Train teachers in this regard to implement both ideas in the classroom. - To implement in the classroom the learning of 3D printing, with the aim of generating useful objects for the visually impaired, in particular school plans, as well as plans of outpatient clinics, hospitals, metro stations, urban routes maps, etc. - Involve students with visual impairment in the process of learning competencies in 3D printing, including the design, preparation and / or evaluation of the ""3D objects"" produced. - Make available to the community of people with visual impairment such objects. Depending on the number and quality of ""manufactured"" objects, they will be donated to the ""mapped"" places (hospitals, museums, etc.). The expected impact is clearly visible. There will be effects, both in awareness-raising about the visual impairment (among the participating students), and in improving the life conditions of the final users of the 3D objects. All the necessary means of diffusion will be used to guarantee its visibility. Likewise, the sustainability of the project is ensured both by the long ""useful life"" of the objects generated (permanent regarding their designs), as well as by the didactic methodology used. It will be easily replicable in successive years and surely, will leave a mark (in values) in the participating students. In order to guarantee the success of the project, we have tried to ensure that the partnership covers the maximum aspects. The partners are: two governmental and one non-governmental organizations dedicated to the inclusion (education and rehabilitation) of the visually impaired; A company that produces 3D printing equipment; An educational regional institution; Several educational centres where there are visually impaired students enrolled. In addition, the geographic location of the partners (Greece, Latvia, Spain and Iceland) ensures sufficient variety to generate the corresponding synergies, providing very different visions of the project approach, thus ensuring an adequate European dimension."

"""Artisans of Tales"" was born from the will of several friend schools (IT, M, ES, PL) to collaborate with each other at an international level to offer their institutions more and more opportunities for sharing, innovation, partnership, etc. The project was proposed following informal debates among the partners, who agreed to underline how the schools have on one hand the need to be increasingly captivating and innovative for young people, abandoning traditional teaching techniques and innovating their training paths, and on the other hand they have to face a growing disorientation of children, lost between a world potentially reachable via the internet and on the other with communities that are increasingly experiencing disruptive phenomena. The ARTA project has therefore combined the two aspects, creating a captivating and innovative experimental training course on the subject of the recovery of local identities, understood as immaterial heritage, applying the format of ""Community Narrators"" to traditional anthropological research.The project action lasted 24 months, from 02/10/2017 to 10/01/2019, and directly involved 60 students from two age groups 12-13 and 15-16 and 15 staff members. The project has achieved the following objectives: - creation of an innovative and transversal training course, able to provide extra-curricular skills to students; - strengthening the connection between young people and their communities, stimulating their commitment to preserve and transmit local identities; - promotion of intercultural dialogue and stimulation of the use of the English language, through comparison and mutual narration between schools; - creation of new opportunities for the involvement of children in civil society and promotion of European citizenship; - formation of ""Artisans of Tales"" for the transmission of the traditional and historical heritage of the communities and creation of Narrative Paths. The activities of the project were divided into two parts: the first involved training in the techniques of recovery and re-elaboration of the intangible heritage and experimentation of the new training course; the second part concerned student mobility for intercultural exchange and the presentation of research work in the form of a narrative path.The methodology used was inspired by the most complete democratic spirit, all the staff played an equal role in the project. In creating the training course, basic criteria of innovation, openness, transversality, attractiveness and inclusiveness were followed, in order to create a captivating training path even for groups that are difficult to reach and avoid passive learning.The following long-term results were achieved by ARTA: - creation of a group of young ""Artisans of Tales"" in each of the schools involved; - ideation of Narrative Paths for the preservation and transmission of oral tales and folk traditions of the territories involved; - creation of a training course in human sciences, replicable and reusable both in the same schools and in other European institutions; - creation of opportunities for meeting, exchanging and sharing among young students of the European Community, aimed at intercultural dialogue, mutual understanding and stimulation towards an active European Citizenship; - stimulating the use of the English language and digital libraries.It is believed that these results have contributed to a positive impact of the project on the perception of the Scholastic Institution by children and families, as well as by civil society, and that they have succeeded in sensitizing the authorities and stakeholders in the school world on the importance to create incentives for educational experimentation and collaboration with civil society.In the long run the positive effects of the project will be measured in having made available a new training course in the field of human sciences and in having left to the communities Narrative Paths that recover and transmit the traditional intangible heritage."

"In times of decreasing cohesion and solidarity between European countries and regions it was getting more and more important to be in contact, look for the needs and opportunities of the others and work together. We enabled this for pupils, teachers and stakeholder of this project. Seven Schools of General Education with secondary level from 6 countries worked together in workshops, national and transnational meetings, to be able to create radioclips and results with intellectual outputs provided at the internet.""Sound of Europe - we are making radio"" allowed us to create radioclips and emissions about common themes together.This gave us the opportunity of learning and teaching in an amusing touch, new ways and open frame, related to the needs of the participants. Bringing outputs like a community where it´s possible to share ideas, reflexions, stories and poems, sounds and music of different countries and regions were a tool for more cooperation. Regional and European themes like sounds of our school, sounds of our region, interviews, stories and music, apps to use for tourism and traveller-information, situation and development of the migration in the different regions in a European context or other relevant European discussions have been held at schools and with stakeholders and on social- and other media.But beyond that we opened the way to reach more people with the ideas and outcomes of this common work. Pupils should have become more open-minded, should be enabled to work in international groups in an other language than their mother-tongue and be happy to create something very new to share with others. Teachers should have learned more about the transnational aspect of teaching and learning, had the opportunity to increase their English and their capacity to work in teams. Schools offered more international aspects to parents and pupils. Local authorities were able to present their special culture, surroundings, could enjoy the outcomes of the project and use it for touristic, social, economic and youth-policy objects. Regional and national/international radio-enterprises can cooperate and the founding of an european radio-station for pupils should have been one possible target of this project - but this goal was reached. Therefore, it can only be carried out transnationally! We worked on the topic of making radio and working on national stereotypes at the beginning due to the cross-disciplinary quality of the above topic, which allowed integrating it in many areas, we could deal with other subtopics such as music or tourism in each of the cities participating in the project. European citizenship versus national identity, creativity and culture through radio.In order to realize our project, we meaned to apply a ""learning by doing"" way of teaching. The creation of a radioclip allowed the students to apply their technological knowledge and to have a feedback of it. The students were the main protagonists of an active cognitive way based on research-action processes finalized to produce improving changes in the learning process. Brainstorming, problem solving, simulation, peer education have been at the base of a new inclusive methodological approach in which knowledge is a social process which comes out from the constant relationship with others. The students useed different sources to gather data and obtain relevant information; they planed the activities, valued the outcomes, and proposed creative and alternative solutions. The results assessments and transmission of the work to the other groups happened through our virtual platforms, which will help to be aware about the use of the digital. The teachers guided all the phases of this learning process, having a leading role in flipped classroom activities and used experiment innovative learning methods which were shared with the work group."

<< Objectives >>In a sustainable environmental education, we aim to raise individuals who reflect environmental activities as a value in their lives by doing, living, knowing, discovering, loving the environment, developing the responsibility and awareness of protecting the environment. We want to create a behavioral change in our students with activities to be held against their environment and environmental problems. In this context, we want to mobilize out-of-school institutions and their target groups.<< Implementation >>We will strengthen the feasibility of continuing the project with an effective and high-quality cooperation with 2 (TPM) activities within the scope of the project.We also have 3 LTT Events:GERMANY/ NGO: Workshops on waste recycling, compost production and reflection on educationSCHOOL IN SPAIN: Recognition of biodiversity, educational dimension of conservationQuestioning environmental protection education through the integration of Turkey (school) digital practices<< Results >>To gain corporate identity with environmental corporate capacity building. To obtain curriculum-integrated gains for environmental content in environmental education. Completing the eco-school process, creating digital kits to get to know the environment, changing consumer behavior with recycling, creating a regional digital biodiversity kit, adopting an environmentalist approach with digital tools, raising awareness about environmental problems at the local level